This meta-analysis includes experimental and quasi-experimental studies of reading interventions for English learners (ELs) coupled with four specific instructional strategies. The purposes of this meta-analysis were two-fold: (1) to identify the effects of the four instructional strategies (i.e. scaffolding, graphic organizers, interactive read aloud, and leveled questions) on ELs’ reading comprehension; and (2) to evaluate the combined effect of these four strategies when used together on ELs’ reading comprehension. In addition to considering that different studies might have varying effect sizes on ELs’ reading comprehension, we also conducted moderator analyses to explore potential moderators that might affect the variation between selected studies. Our moderators were school level, intervention duration, language learning context, and sample size. After an extensive search of research literature, 23 studies were identified that met the inclusion criteria of this meta-analysis study with a total of 2,284 participants. Mean effect sizes among these studies ranged from –.05 to 2.23, depending on instructional strategies. These studies were associated with increased reading comprehension across varied school levels, methodological features, and settings. Our findings showed that each of the four instructional strategies is beneficial for ELs’ reading comprehension. We also found an additional potential benefit on ELs’ reading comprehension when these four instructional strategies are used together throughout a lesson. Our findings also revealed that intervention duration was the only significant moderator, suggesting that the longer the treatment is, the greater the impact will be on ELs’ comprehension.

这项荟萃分析包括针对英语学习者（EL）的阅读干预的实验和半实验研究，以及四种特定的教学策略。这项荟萃分析的目的有两个方面：（1）识别四种教学策略（即脚手架，图形组织者，交互式朗读和分层的问题）对EL的阅读理解的影响；（2）结合使用这四种策略，对EL的阅读理解进行评估。除了考虑不同的研究可能会对EL的阅读理解产生不同程度的影响外，我们还进行了主持人分析，以探讨可能影响选定研究之间差异的潜在主持人。我们的主持人是学校级别，干预时间，语言学习背景，和样本量。在广泛搜索研究文献之后，共有23项研究被选出符合该荟萃分析研究纳入标准的23项研究。在这些研究中，平均效果大小范围为–.05至2.23，具体取决于教学策略。这些研究与不同学校水平，方法论特征和环境下阅读理解的提高有关。我们的研究结果表明，四种教学策略中的每一种都有利于EL的阅读理解。当在整个课程中一起使用这四种教学策略时，我们还发现了EL的阅读理解的另一个潜在好处。我们的研究结果还表明，干预时间是唯一的重要调节剂，表明治疗时间越长，